英语阅读教学的多种途径（罗少茜北京师范大学）.doc

英语阅读教学的多种途径 Multi-ways of doing reading 罗少茜 北京师范大学 What are your ways of doing reading?(询问教师上课阅读的方法) Outline -Why reading -Reading in the classroom -Teaching ideas -Response activities -Advantages of reading -storytelling 为什么阅读？ ·Weiss Hagen（1988）:110名幼儿园儿童的研究 ·研究方法：访谈。 -给每名儿童 Before reading activities ·To prepare for linguistic, culture, and conceptual difficulties and to activate prior knowledge · 为语言、文华和概念困难做准备：激活已有知识：母的是针对文本整体意义的知识（the cover/ mearning of the text）、而不是解决潜在的困难/ 问题(not to deal with every potential difficlity) ·研究发现：第一次用母语、第二次用目的语（教学语言）讲故事：拓展学生语言能力 Before reading activities ·Setting up ·Predicting for words ·Predicting from Title or first sentence ·Predicing from a Key illustration ·Sequencing illustrations ·Reader questions: Encouraging ss to pose questions they’d like answered. ·Storytelling （Narratives：L1+L2） ·Sharing existing knowledge (info texts) During reading acitvities ·To make explicit some of the unconscious processes（e.g.,predicting, guessing）and to demonstrate the interactive nature of reading. ·将隐形的过程显性化 During reading acitivties ·Modeled reading: Reading aloud – pausing, expression…, to bring the text to life ·Skimming and scanning the text ·Rereading for detail ·Shared book/ reading: to link sounds of words with their shape; 学生从左至右的习惯+次的间隔 ·Pause and predict: stop at significant points and ask questions ·Summarizing the text ·Jigsaw reading: 3 or 4 different readings of the topic ·Reading alound: Good readers make meaning. Shared Reading ·A big book ·Showing the pictures and written words 稩nvolving learners -Choosing what storybook they want to read -Predicting: What they think will happen next -Commenting ·on the story -Individual/ paired reading -To draw, write, act out the story -To study the language After reading activities（1） ·Three major purposes ·具体的语言学习：故事重点某一个语法点、谚语、成语、语音等 ·有创意性的回应 ·对文本理解的深度和广度 After reading activities（2） ·Story innovation: A new story ·innovation on the ending: A new ending ·Cartoon st